My research is interdisciplinary, situated at the intersection of sociology, psychology, and the philosophy of education. I study power relations and social interaction, with a focus on discourses on upbringing and education, and social interaction within these contexts. I am particularly interested in how asymmetrical relationships—such as those between children and adults, students and teachers, or humans and dogs—are shaped and justified, both discursively and in social practice. Additionally, I explore how people's experiences can shift and transform discursive conceptions and how theories of teaching and learning are reshaped in various contexts. Key academic inspirations include Donna Haraway and Johan Asplund. I also owe much to B.F. Skinner and the sport of agility.

I am currently engaged in the following research themes:

• Sociology of school – a study of teachers' and students' social interactions in schools. This project, conducted with my colleague Anders Persson, will conclude in 2024. We examine the school as an institution and the social life within it, primarily from a symbolic interactionist perspective.
• What is the Purpose of Education? Here I use Gert Biesta's three concepts for examining the purpose of education: qualification, socialization, and subjectification. The aim is to deepen and complicate the understanding of the relationship between educational content, format, and contemporary ideas about contemporary society and students' futures. The project draws on literary examples, such as a close reading of Kazuo Ishiguro's novel Never Let Me Go, as well as policy documents, including the commission of inquiry 'Developing Teacher and Preschool Teacher Education' (dir. 2023:111) and its forthcoming report, which will be presented in November 2024
• My Dog and I, or Paradise Lost: An Autoethnographic Reflection on Conflicting Ambitions and Needs in an Asymmetric Relationship. This project aims to explore the clash between different ambitions and needs within asymmetrical relationships. Inspired by Donna Haraway's concept of "significant otherness," it examines how relationships characterized by power imbalances and diverse perspectives can be formed and developed. Using an autoethnographic method, the project investigates what happens when educational and training methods fail and what factors influence the likelihood of acting against one's convictions. The long-term goal is to shed light on the challenges faced by those seeking to create and cultivate ethically justifiable asymmetrical relationships within complex social contexts.
• Visions and Resistance: A Study of the Formation of a School and the Emergence of a School Culture. This project, conducted with my colleagues Katarina Blennow and Martin Malmström, is a slow science initiative within practice-based school research. We value taking time to explore our questions thoroughly. The project studies a newly established high school and its efforts to become the school it aspires to be. We examine the role of the student body in shaping school culture, the influence of the school building on social life, and the dilemmas and conflicts that arise as staff work to implement the school's vision. The project also explores the marketization of the school.
• Our House – The Role of School Architecture and Classroom Design in Teaching. This project is a spinoff of the previously mentioned study, Visions and Resistance. The theme at the forefront of this study is the relationship between the physical learning environment and pedagogical practice, as well as how different expectations associated with a specific learning space can influence teaching. An important objective is to highlight that the physical environment acts as an agent in pedagogical practice, serving both as an obstacle and a resource for teachers in their work.